Abstract This study, besides focusing on the applicability of computer-mediated Dynamic Assessment (DA), attempts to investigate the impacts of mediation provision in three different, albeit related, manners, that is, through computer, human, and mixture of both human and computer, on reading comprehension of L2 learners. In this mixed-methods study, a total of 20 students were purposively assigned to three groups. To collect the data, DIALANG as a placement test, two researcher-made software programs, and the researcher as a rater were used. For the qualitative part, the transcripts provided a rich analysis of the dialogic interactions between the mediator and the learners. As for the quantitative part, using analysis of covariance (ANCOVA), the posttest results were indicative of less mediation use and more non-mediated scores which were obtained through Non-Dynamic Assessment (NDA). Moreover, comparing the results of the human-only type (HO group) and computer-only type (CO group) revealed no statistical difference (p > .05), which is indicative of the fact that both types of mediations had a similar influence on the learners’ reading comprehension. The results also indicated the effectiveness of the type of mediation which is offered through computers while a human mediator is present as well.

中文翻译：

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通过计算机化动态评估发展英语学习者的阅读理解能力

摘要本研究除了着重于计算机介导的动态评估（DA）的适用性之外，还试图通过三种不同的，尽管相关的方式来研究调解提供的影响，即通过计算机，人以及人与人之间的混合。计算机，对第二语言学习者的阅读理解能力。在这项混合方法研究中，有目的地将20名学生分为三组。为了收集数据，使用了DIALANG作为放置测试，两个研究人员制作的软件程序以及研究人员作为评估者。对于质的部分，成绩单提供了对调解人与学习者之间对话互动的丰富分析。至于定量部分，使用协方差分析（ANCOVA），测试后的结果表明通过非动态评估（NDA）获得的调解使用较少，非调解得分更高。此外，比较纯人类型（HO组）和纯计算机型（CO组）的结果无统计学差异（p> .05），这表明以下事实：两种类型的调解都具有相似的影响学习者的阅读理解能力。结果还表明，在存在人类调解员的情况下，通过计算机提供的调解类型也很有效。这表明，两种类型的调解对学习者的阅读理解都有类似的影响。结果还表明，在存在人类调解员的情况下，通过计算机提供的调解类型也很有效。这表明，两种类型的调解对学习者的阅读理解都有类似的影响。结果还表明，在存在人类调解员的情况下，通过计算机提供的调解类型也很有效。